Bilingual Readers B PDF

For Guided
by Liza Charlesworth Reading Level
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
My First Bilingual Little Readers: Level B © Liza Charlesworth, Published by Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of
this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regard-
ing permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Cover design by Maria Lilja and Lillian Kohli

Interior design by Grafica and Ka-Yeon Kim
Cover and interior illustrations by Anne Kennedy
Spanish translation by Jorge Dominguez
ISBN-10: 0-439-02424-2
ISBN-13: 978-0-439-02424-2
Copyright © 2007 by Liza Charlesworth
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07
C ontents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Great Hair
Quick Tips for Using Hermosos cabellos . . . . . . . . . . . . . . . . . . . . . . 39
My First Bilingual Little Readers . . . . . . . . . . . . 5 Come Over
Easy Ideas for Extending Learning . . . . . . . . . 7 Ven a verme . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Halloween . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Animals, Animals
Primary Concepts
Growing Up
A crecer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Party Shapes
I Wish I Were a Bird Las figuras de la fiesta . . . . . . . . . . . . . . . . . . . 45
Quisiera ser un pájaro . . . . . . . . . . . . . . . . . . . 17 The Missing Monster
Tiny Things El monstruo desaparecido. . . . . . . . . . . . . . . . 47
Cosas pequeñitas. . . . . . . . . . . . . . . . . . . . . . . 19 The Wheels on the Bus
Farm Twins Las ruedas del autobús . . . . . . . . . . . . . . . . . . 49
Los gemelos de la granja . . . . . . . . . . . . . . . . 21 Draw a Cat
What Jumps? Dibuja un gato . . . . . . . . . . . . . . . . . . . . . . . . . 51
¿Qué salta? . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Bigger
Más grande . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Food, Fabulous Food
Gingerbread Boy Made You Laugh!
El muñeco de jengibre. . . . . . . . . . . . . . . . . . . 25 What Do Monsters Eat?
My Meatball ¿Qué comen los monstruos? . . . . . . . . . . . . . . 55
Mi albóndiga . . . . . . . . . . . . . . . . . . . . . . . . . . 27 In My Pocket
Animal Crackers En mi bolsillo . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Galletitas de animales . . . . . . . . . . . . . . . . . . . 29 Cloud Pictures
Ice Cream Scoops Nubes con formas . . . . . . . . . . . . . . . . . . . . . . 59
Bolas de helado . . . . . . . . . . . . . . . . . . . . . . . . 31 I Like Socks
What Grows on Trees? Me gustan las medias . . . . . . . . . . . . . . . . . . . 61
¿Qué crece en los árboles? . . . . . . . . . . . . . . 33 Meet My Baby Brother
Te presento a mi hermanito. . . . . . . . . . . . . . . 63
Me and My World
Clean Up, Clean Up!
¡A recoger, a recoger! . . . . . . . . . . . . . . . . . . . 35
What Flies?
¿Qué vuela? . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
I ntroduction
W elcome to My First Bilingual Little Readers: Level B! These 25 little books were written in
English and Spanish to correlate with Guided Reading Level B. That means they’re the
perfect tools to support—and motivate—emergent readers with just a little experience under
their belts. Research shows that offering children plenty of opportunities to read just-right
titles boosts skills and confidence, thereby setting the stage for fluency. But what constitutes
just right? Experts agree that a book is on level when children are able to understand most
of the text. And when unknown words are encountered, children are able to decode the
majority of them independently with the aid of familiar strategies.
Toward that end, the titles in this set were carefully designed to match the diverse needs of
the many students you teach by presenting these age-appropriate characteristics:
= limited text on each page
= clear, high-support illustrations
= patterned text structure
= natural syntactic structures
= repeated and recognizable high-frequency words
= consistent print placement
= simple, familiar, engaging story lines
Although it’s important for students to encounter texts at a variety of levels, reading too many
easy books may inhibit kids from developing key literacy skills. And reading too many hard
books often leads to feelings of frustration. However, reading a healthy number of just-right
books provides children with a wealth of opportunities to be both challenged and successful.
Via multiple experiences with on-level books, your students will be able to develop and
“practice” a network of critical reading strategies including:
= predicting what will happen next in the story
= understanding characters and their motivations
= noticing the language patterns and style of the text
= figuring out unfamiliar words by using decoding skills to sound
out words and context clues to confirm word meanings
= returning to the text to confirm understanding
= connecting the text to other stories and their own lives
= forming opinions about the books they read
4
With this essential skills set in place, children are empowered to ascend the reading ladder
with increased agility, gradually mastering more difficult titles over time—until the sky’s the
limit! No, fluency doesn’t happen instantly, but with systematic exposure to the right books,
it does happen. And that’s pretty magical. The My First Bilingual Little Readers series is here to
help by providing a big boost to young learners during those all-important early years.
How to Make the Little Readers
Follow these steps to copy and put together the mini-books:

Page 4 Page 3
1 Remove the mini-book pages along the perforated lines. ✁

Make a double-sided copy on 8 1/2- by 11-inch paper. Page 7 Title Page
2 Cut the page in half along the solid line. Page 1
3 Place page 2 behind the title page. Page 5 Page 2
4 Fold the pages in half along the dotted line. Check to be

Page 7 Title Page
sure that the pages are in the proper order, and then staple
them together along the book’s spine.
NOTE: If you cannot make double-sided copies, you can

photocopy single-sided copies of each page, cut apart the
Title Page
mini-book pages, and stack them together in order, with the title Title Page
page on top. Staple the pages together along the left-hand side.
Quick Tips for Using

My First Bilingual Little Readers
.................................................
Because My First Bilingual Little Readers are reproducible, they’re the perfect books
to use with guided-reading groups. Following are a few quick tips on how to structure
your lessons.
• Before Reading Introduce the book, giving students a general idea of what the story is
about. Then take a picture-walk through the story, inviting kids to make predictions and
connect the illustrations to their own experiences. Encourage children to preview the text
and find a few familiar and unfamiliar words. Discuss strategies children can use to decode
unknown words, such as finding beginning or ending sounds, relying on their knowledge
of word families, breaking the words into parts, or using picture cues to confirm word
identification. Also, be sure to preview any concepts that may be new or challenging
to children. 5
Connections to the • During Reading Have students read the book softly to themselves
Language Arts as you listen in. Although children are reading independently, you
Standards are there to provide support and scaffolding. For example, you
The activities in this book are might guide kids to use word-solving strategies, such as “mining”
designed to support you in on context clues, when they get stuck. Whenever possible, try to
meeting the following reading
provide prompts and encouragement without interrupting the
standards outlined by the
Mid-continent Research for flow of children’s reading.
Education and Learning
(McRel), an organization
that collects and synthesizes
• After Reading When children have finished, discuss the reading
national and state K–12 experience. What problems did they encounter? How did they
curriculum standards. solve them? You may want to return to parts of the story that were
= Understands that print challenging, reinforcing word-solving strategies and discussing
conveys meaning
any unfamiliar concepts or vocabulary. This is also a good time to
= Understands how print is
organized and read (e.g., teach a mini-lesson on word analysis. For instance, children might
identifies front and back manipulate magnetic letters on a board to unlock a word’s structure.
covers, title pages, author,
follows words from left to right
(For example, if there are several words in the story with short -a
and from top to bottom; spelling patterns such as -at and -an, have children build and sort
knows the significance of these words using their magnetic letters.) After that, you can invite
spaces between words;
knows the difference children to reread the story and apply their new knowledge.
between letters, words, and
sentences; understands • Assessment There are a variety of effective tools to help you assess
the use of capitalization
and punctuation as text each child’s progress. To analyze a student’s decoding skills, take a
boundaries) running record as they read. To assess comprehension, invite that
= Creates mental images from child to do an oral retelling. Additionally, it often makes sense to
pictures and print
jot down some observational notes as children read, paying close
= Uses basic elements of attention to where their individual challenges lie and what strategies
phonetic analysis to decode
unknown words might require reinforcement. Armed with a deep understanding of
= Understands level-appropriate every student’s strengths and weakness, you will be able to customize
sight words and vocabulary
effective teaching plans to meet their diverse needs.
= Uses self-correction strategies
= Reads aloud familiar stories
with fluency and expression
Kendall, J. S., and Marzano, R. J. (2004).
Content knowledge: A compendium of
standards and benchmarks for K-12 education.
Aurora, CO: Mid-continent Research for
Education and Learning. Online database:
http://www.mcrel.org/standards-benchmarks
6
Easy Ideas for Extending Learning
.........................................
Following are some quick ways to use the 25 little readers as springboards to fun activities that boost
skills in reading, writing, critical thinking, math, and more.
Growing Up • A crecer
(Life-Cycles Collaborative Book)
Create a collaborative class book patterned on Growing
Up. Give each child a piece of paper, asking him or her
to complete this sentence: “A (baby animal) grows into
a (adult animal).” (For example, a student might choose
to write “A joey grows into a kangaroo.”) Have children
illustrate their sentences. Then, add a cover and bind the
pages together with O-rings for an engaging book kids can
read all by themselves.
I Wish I Were a Bird • Quisiera ser un pájaro

(Dramatic Play)
Here’s an instant way to shake out the sillies: Read the
little book aloud slowly, encouraging students to use their
imagination to pretend they are birds and pantomime each
action of the story. Next, work together to brainstorm a list
of cat, dog, giraffe, or elephant behaviors to act out in the
same manner.
Tiny Things • Cosas pequeñitas

(Animals Sorts)
Build classifying skills by jotting on individual index
cards the names of small and large animals such as whale,
elephant, rhino, mouse, frog, and butterfly. (Hint: For younger
students, you might want to include pictures clipped from
magazines, too.) Now, challenge children to sort the cards
into piles of big animals and small animals. Can kids think
of any other sorting criteria?
7
Farm Twins • Los gemelos de la granja
(Twin Chart)
In this little book, twin cows say, “Moo, moo!” and twin
pigs say, “Oink, oink!” What would other sets of animal
twins say? Write a list on chart paper, then read it aloud
together to boost fluency. Don’t be afraid to get super-silly!
What Jumps? • ¿Qué salta?

(Internet Research Project)
Pose this question to children: What animal jumps the
highest? A grasshopper, frog, rabbit, kangaroo, or dolphin?
Then build Internet research skills by visiting child-friendly
websites to locate the answer.
Gingerbread Boy • El muñeco de jengibre

(Listening-Skills Art Activity)
Sharpen listening skills by providing each student with a
construction-paper gingerbread-boy template along with
two eyes, one nose, one mouth, four buttons, two ears, and
some glue. Now, read each page of the story, challenging
children to listen carefully to your directions in order to
create their very own gingerbread boys—just like those in
the little book!
My Meatball • Mi albóndiga
(Sight-Word Game)
Here’s an easy way to make sight-word knowledge
whimsical and fun: Write 20 or so must-know sight words
on index cards and place them in a pocket chart. Also, cut
a red circle from construction paper to represent a meatball.
Now, place the “meatball” beside one of the word cards,
exclaiming, “Oh, no! What word did my meatball roll next
to?” Invite students to shout out the answer. Then place the
meatball beside all the other sight words in turn.
8
Animal Crackers • Galletitas de animales
(Vocabulary Box)
Build vocabulary and spelling skills by making your
own flash cards, each featuring the name and picture
of a different animal. Tuck them inside an empty box
of animal crackers, then invite groups of children to
“play” with the cards and invent their own games.
Ice Cream Scoops • Bolas de helado

(Ice Cream Estimation)
From flannel, cut a triangular cone shape plus several
colorful circles to represent scoops of ice cream. Place
these on your flannel board. Now, hone mental math
skills by piling 10, 12, or 15 scoops on the cone. Invite
a volunteer to quickly estimate the total. Ask a second
volunteer to check the answer with an actual count.
Repeat the activity several times with different numbers
of scoops.
What Grows on Trees? •

¿Qué crece en los árboles?
(Fruit and Vegetable Sort)
Build classifying skills by jotting on individual index
cards the names of fruits and vegetables such as apple,
pear, pineapple, lettuce, broccoli, and corn. (Hint: For
younger students, you might want to include pictures
clipped from magazines, too.) Then, challenge children
to sort the cards into piles of fruits and vegetables. Can
kids think of any other sorting criteria?
Clean Up, Clean Up! •

¡A recoger, a recoger! (Clean-Up Chant)
Use this little book to help remind students to keep the
classroom neat and tidy. With students, brainstorm a list
of things kids can do to keep it clean such as “Clean up,
clean up! We put our backpacks in the cubbies.” Or
“Clean up, clean up! We put our markers in the baskets.”
Recopy your favorite lines onto chart paper, then chant
them together for fluency-building fun. 9
What Flies? • ¿Qué vuela? (Online Research)
Use this engaging book at the catalyst for a little online
research. First, brainstorm a list of all the animals kids can
think of that fly, such as a duck, a hummingbird, or even
an extinct pterosaur. Then, demonstrate how to use a
search engine to locate a child-friendly site to learn more
about one—or more—of the creatures on their list.
Great Hair • Hermosas cabellos

(Diversity Bulletin Board)
Provide each child with a paper-doll template along with a
variety of art supplies including yarn of varying textures
and colors. Then, invite children to create mini-likenesses
of themselves, paying close attention to their hair. Kids
should also complete this sentence strip: “(Name) has
(adjective) hair.” (For example, a student might write,
“Suzanne has red hair.”) When the dolls are complete,
affix them—along with the sentence strips—to a bulletin
board titled Great Hair.
Come Over • Ven a verme

(Round-Robin Read-Aloud)
Copy the story onto chart paper. Then, fine-tune fluency
by inviting groups of students to take turns reading each
line round-robin style. If you like, innovate the text by
adding some original sentences, such as “Come over and
see my sink” or “Come over and see my rug.”
Halloween (Costume Big Book)

Use this fun Halloween story as a model for creating a
Costume Big Book. Pass out large sheets of oaktag, inviting
each student to complete this sentence: “Here is a (type of
costume)!” and add an illustration. (For example, a child
might write and draw “a firefighter.”) Bind the pages
together with O-rings, then share the book at story time
for a literacy-boosting read-aloud that’s sure to capture
kids’ imaginations.
10
Party Shapes • Las figuras de la fiesta
(Shape Search)
Develop classification skills by holding up construction
paper cutouts of each shape in the story (triangle, rectangle,
square, circle, oval), then challenging children to look
around the room to find objects that fit into each group.
Which shape is the most prevalent? The least?
The Missing Monster •

El monstruo desaparecido
(One-Minute Transition)
This quick transition is sure to reinforce your students’
powers of observation and time-telling abilities. Craft a
silly monster from construction paper (or ask a student to
make one). Next, invite one child to leave the room as you
hide the monster in plain sight, such as on a shelf or atop
your gerbil cage. Can that student find the monster in one
rotation of the minute hand or less? Repeat the activity
throughout the day.
The Wheels on the Bus •

Las ruedas del autobús
(Pairing Print and Pictures)
Copy on a sentence strip each line from this little book
and place in your pocket chart. Also, prepare cards with
simple drawings or photos of each vehicle type. When
the prep is complete, build fluency by reading your chart
together, challenging volunteers to come forward and match
each vehicle type with the appropriate line. (For example,
a child would place a picture of the fire engine beside the
line, The wheels on the fire engine go round and round.)
11
Draw a Cat • Dibuja un gato
(Follow-the-Directions Art Activity)
After children have enjoyed this little book, develop their
ability to follow directions by using it as a step-by-step guide
to help kids draw their very own shape-cat—just like the one
in the book!
Bigger • Más grande

(Flannel-Board Size Sequencing)
From flannel, cut these animal shapes roughly to scale:
caterpillar, mouse, cat, dog, gorilla, bear, rhino, elephant,
and blue whale. Now, place them in random order on a
flannel board, challenging pairs of students to sequence them
from smallest to biggest or biggest to smallest. Can children
think of other sequencing ideas, such as ABC order?
What Do Monsters Eat? •

¿Qué comen los monstruos?
(Super-Silly Collaborative Book)
Create a collaborative class book patterned on What Do
Monsters Eat? Give each child a piece of paper, asking
him or her to complete this sentence: “Some monsters eat
_________.” (For example, a student might write “Some
monsters eat bikes.”) Have students illustrate their sentences.
Then, add a cover and bind the pages together with O-rings
for a super silly book that tickles the funny bone.
In My Pocket • En mi bolsillo
(Object Collaborative Book)
Create a collaborative class book patterned on In My Pocket.
Give each child a piece of paper with a pocket-shaped
page and this sentence to complete: “In my pocket I have
a special [object].” (For example, a student might write,
“In my pocket I have a special gumball.”) Have students
illustrate their sentences. Then, add a cover and bind the
pages together with O-rings for an adorable send-home
book parents will love.
12
Cloud Pictures • Nubes con formas
(Flannel-Board Cloud Shapes)
Reinforce kids’ powers of observation—and creativity!—
by cutting white flannel “clouds” in the shapes of familiar
objects such as a bell, a snowman, or a tree. Place each on
your flannel board, challenging students to tell you what
the cloud shape looks like. Welcome creative responses.
For extra fun, invite students to cut out their own cloud
shapes to share with classmates.
I Like Socks • Me gustan las medias

(Clothesline Sock Show)
Pass out sock-shaped templates to each child with this
sentence to complete: “I like socks with ______________.”
Now, invite children to complete the sentence and illustrate
their socks accordingly. For example, a student might write
“I like socks with ice cream cones” and cover their template
with ice-cream cone shapes. When the projects are complete,
hang them on a classroom clothesline for everyone to enjoy.
Meet My Baby Brother •

Te presento a mi hermanito
(Collaborative Big Book)
What are some other things that baby brothers, like Ray,
like to do? Work together with your students to make a list.
Then, use it to create your own big book patterned on Meet
My Baby Brother.
13
14
7
A crecer un hombre muy grande!
¡Yo creceré hasta llegar a ser
Growing Up
I will grow to be a very big man!
A lamb grows into a sheep. A puppy grows into a dog.
© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B
El corderito crece hasta llegar El cachorrito crece hasta llegar
a ser un cordero. a ser un perro.
3 4
Page 15 • Growing Up / A crecer
Page 16 • Growing Up / A crecer
2 5
a ser una rana. a ser un oso.
El renacuajo crece hasta llegar El osito crece hasta llegar
A tadpole grows into a frog. A cub grows into a bear.
A kitten grows into a cat. A piglet grows into a pig.

El gatito crece hasta llegar El cerdito crece hasta llegar
a ser un gato. a ser un cerdo.
1 6
Page 17 • I Wish I Were a Bird / Quisiera ser un pájaro
4 3
Podría volar por todas partes. Podría vivir en un nido.

I could fly all around. I could live in a nest.
I wish I were a cat.
I Wish I Were a Bird
Quisiera ser un gato.

Quisiera ser un pájaro
7
Page 18 • I Wish I Were a Bird / Quisiera ser un pájaro
2 5
Podría nacer de un huevo. Podría comer una lombriz.
I could hatch from an egg. I could eat a worm.
I wish I were a bird. Yuck!

Quisiera ser un pájaro. ¡Uf!
1 6
Page 19 • Tiny Things / Cosas pequeñitas
4 3
Hay un grillo pequeñito. Hay una mariquita pequeñita.

There is a tiny grasshopper. There is a tiny ladybug.
There is a giant. It is me!
Tiny Things
Hay una gigante. ¡Soy yo!

7
Cosas pequeñitas
Page 20 • Tiny Things / Cosas pequeñitas
2 5
Hay una mosca pequeñita. Hay una abeja pequeñita.
There is a tiny fly. There is a tiny bee.
Look in the garden. What do you see? There is a tiny ant.

Mira en el jardín.
¿Qué ves? Hay una hormiga pequeñita.
1 6
Page 21 • Farm Twins / Los gemelos de la granja
4 3
—¡Cuac, cuac! —¡Bee, bee!
Los patos gemelos dicen: Los corderitos gemelos dicen:

Twin ducks say, “Quack, quack!” Twin lambs say, “Baah, baah!”
Twin sisters say, “Hello, hello!”
Farm Twins
Las hermanas gemelas dicen:

—¡Hola, hola! Los gemelos de la granja
7
Page 22 • Farm Twins / Los gemelos de la granja
2 5
—¡Ruf, ruf! —¡Pío, pío!
Los cerdos gemelos dicen: Los pollitos gemelos dicen:
Twin pigs say, “Oink, oink!” Twin chicks say, “Peep, peep!”
Twin cows say, “Moo, moo!” Twin horses say, “Neigh, neigh!”

Las vacas gemelas dicen: Los caballos gemelos dicen:
—¡Muu, muu! —¡Nee, nee!
1 6
3
¡Huy!
El conejo salta.
Wow!
A rabbit jumps.
What Jumps?
¿Qué salta?

¡Huy!
El canguro salta.
Wow!
A kangaroo jumps.
Page 23 • What Jumps? / ¿Qué salta?
/
?
Yo salto.
I jump.
Wow!
¡Huy!
4
7
?
Page 24 • What Jumps? / ¿Qué salta?
/
2 5
¡Huy! ¡Huy!
La rana salta. El delfín salta.
Wow! Wow!
A frog jumps. A dolphin jumps.
A grasshopper jumps. A jack-in-the-box jumps.
Wow! Wow!

El grillo salta. El muñeco salta.
¡Huy! ¡Huy!
1 6
Page 25 • Gingerbread Boy / El muñeco de jengibre
4 3
Después, le pongo una boca. Después, le pongo una nariz.

Then, I put on one mouth. Then, I put on one nose.
Hey! Come back here!
Gingerbread Boy
¡Oye! ¡Ven acá!

El muñeco de jengibre
7
Page 26 • Gingerbread Boy / El muñeco de jengibre
2 5
Primero, le pongo los dos ojos. Después, le pongo cuatro botones.
First, I put on two eyes. Then, I put on four buttons.
Let’s make a gingerbread boy. Then, I put on two ears.

Vamos a hacer un muñeco de jengibre. Después, le pongo dos orejas.
1 6
7
Mi albóndiga Adiós, albóndiga.
¡Oh, no!
My Meatball
Good-bye, meatball.
Oh, no!
Oh, no! Oh, no!
It rolled past my book. It rolled past my blocks.

¡Oh, no! ¡Oh, no!
Pasó por al lado de mi libro. Pasó por al lado de mis cubos.
3 4
Page 27 • My Meatball / Mi albóndiga
Page 28 • My Meatball / Mi albóndiga
2 5
Pasó por al lado de mi carro. Pasó por al lado de mi osito.
¡Oh, no! ¡Oh, no!
It rolled past my car. It rolled past my teddy bear.
Oh, no! Oh, no!
Oh, no! Oh, no!
My meatball rolled off my plate. It rolled past my cat.

¡Oh, no! ¡Oh, no!
Mi albóndiga rodó fuera del plato. Pasó por al lado de mi gato.
1 6
Page 29 • Animal Crackers / Galletitas de animales
4 3
Mira mi mono. Mira mi oso.

Look at my ape. Look at my bear.
Crunch, crunch, crunch, crunch, crunch!

Look, I have no animals now!
¡Qué
Animal Crackers
rico!
¡Crach, crach, crach, crach, crach!

Mira, ¡ahora ya no tengo animales!
Galletitas de animales
7
Page 30 • Animal Crackers / Galletitas de animales
2 5
Mira mi venado. Mira mi serpiente.
Look at my deer. Look at my snake.
Want to look at my animals? Look at my cow.

¿Quieres ver mis animales? Mira mi vaca.
1 6
7
Bolas de helado ¿Me sirves más, por favor?
Este barquillo no tiene bolas de helado.
Ice Cream Scoops
May I have more, please?
This cone has no scoops of ice cream.
This cone has three scoops of ice cream. This cone has four scoops of ice cream.
May I have more, please? May I have more, please?

Este barquillo tiene tres bolas de Este barquillo tiene cuatro bolas de
helado. ¿Me sirves más, por favor? helado. ¿Me sirves más, por favor?
3 4
Page 31 • Ice Cream Scoops / Bolas de helado
6 1
¡Oh, no! helado. ¿Me sirves más, por favor?
Este barquillo tiene una bola de

May I have more, please?
Oh, no! This cone has one scoop of ice cream.
This cone has five scoops of ice cream. This cone has t wo scoops of ice cream.
May I have more, please? May I have more, please?
Este barquillo tiene cinco bolas de Este barquillo tiene dos bolas de
helado. ¿Me sirves más, por favor? helado. ¿Me sirves más, por favor?
5 2
Page 32 • Ice Cream Scoops / Bolas de helado
Page 33 • What Grows on Trees? / ¿Qué crece en los árboles?
4 3
¡Sí! árboles? ¡Sí!
¿Crecen las peras en los árboles? ¿Crecen los melocotones en los

Yes! Yes!
Do pears grow on trees? Do peaches grow on trees?
Do cupcakes grow on trees?

No! But if they did, it would be great.
What Grows on Trees?
¿Crecen las magdalenas en los árboles?

¡No! Pero si crecieran, eso sería fantástico. ¿Qué crece
7 en los árboles?
Page 34 • What Grows on Trees? / ¿Qué crece en los árboles?
2 5
¡Sí! ¡Sí!
¿Crecen las cerezas en los árboles? ¿Crecen las naranjas en los árboles?
Yes! Yes!
Do cherries grow on trees? Do oranges grow on trees?
Do apples grow on trees? Do bananas grow on trees?
Yes! Yes!

¿Crecen las manzanas en los árboles? ¿Crecen los plátanos en los árboles?
¡Sí! ¡Sí!
1 6
7
¡A recoger, a recoger! —dijo mi papá.
—¡Bien hecho, bien hecho!
Clean Up, Clean Up!
my dad said.
“Well done, well done!”
Clean up, clean up! Clean up, clean up!
I put my clothes in the drawer. I put my shoes in the closet.

¡A recoger, a recoger! ¡A recoger, a recoger!
Pongo mi ropa en el cajón. Pongo mis zapatos en el armario.
3 4
Page 35 • Clean Up, Clean Up! / ¡A recoger, a recoger!
Page 36 • Clean Up, Clean Up! / ¡A recoger, a recoger!
2 5
Pongo mis libros en el estante. Pongo mi basura en el cesto.
I put my books on the shelf. I put my trash in the can.
I put my crayons in the box. I put my bear on the bed.

Pongo mis creyones en la caja. Pongo mi osito en la cama.
1 6
Page 37 • What Flies? / ¿Qué vuela?
4 3
¡La cometa vuela muy alto! ¡El pájaro vuela muy alto!

A kite flies way up high! A bird flies way up high!
but only in my dreams!
What Flies?
¡pero solo en mis sueños!

¿Qué vuela?
7
Page 38 • What Flies? / ¿Qué vuela?
2 5
¡La abeja vuela muy alto! ¡El avión vuela muy alto!
A bee flies way up high! A plane flies way up high!
What flies in the sky? I fly way up high …

¿Qué vuela en el cielo? Yo vuelo muy alto...
1 6
Page 39 • Great Hair / Hermosos cabellos
4 3
Él tiene el cabello claro. Ella tiene el cabello oscuro.

He has light hair. She has dark hair.
Everyone has great hair!
Great Hair
¡Todos tienen hermosos cabellos!

Hermosos cabellos
7
Page 40 • Great Hair / Hermosos cabellos
2 5
Él tiene el cabello corto. Ella tiene el cabello rizado.
He has short hair. She has curly hair.
She has long hair. He has straight hair.

Ella tiene el cabello largo. Él tiene el cabello lacio.
1 6
Page 41 • Come Over / Ven a visitarme
4 3
Ven a ver mi bañera. Ven a ver mi lámpara.

Come over and see my tub. Come over and see my lamp.
Come over and see my dollhouse!
Come Over
¡Ven a ver mi casa de muñecas!

Ven a verme
7
Page 42 • Come Over / Ven a visitarme
2 5
Ven a ver mi mesa. Ven a ver mi sofá.
Come over and see my table. Come over and see my couch.
Come over and see my chair. Come over and see my dresser.

Ven a ver mi silla. Ven a ver mi cómoda.
1 6
Page 43 • Halloween
4 3
Aquí está la princesa. Aquí está el monstruo.

Here is a princess. Here is a monster.
No, it is just us!

Happy Halloween!
Halloween
¡No, somos solo nosotros!

¡Feliz Fiesta de Halloween!
7
1
2
Aquí está el dragón.
Here is a dragon.
Page 44 • Halloween
Aquí está el astronauta.
Here is an astronaut.

Aquí está el tigre.
Here is a tiger.
Aquí está el robot.

Here is a robot.
6
5
7
Las figuras de la fiesta Era un óvalo.
¡POP!
Party Shapes
It was an oval.
POP!
Here is a game. Here is a present.
It is a rectangle. It is a square.

Aquí hay un juego. Aquí hay un regalo.
Es un rectángulo. Es un cuadrado.
3 4
Page 45 • Party Shapes / Las figuras de la fiesta
Page 46 • Party Shapes / Las figuras de la fiesta
2 5
Es un triángulo. Es un círculo.
Aquí hay un sombrero. Aquí hay un pastel de cumpleaños.
It is a triangle. It is a circle.
Here is a hat. Here is a birthday cake.
Come to my party Here is a balloon.
and see the shapes. It is an oval.

Aquí hay un globo.
Ven a mi fiesta a ver las figuras. Es un óvalo.
1 6
Page 47 • The Missing Monster / El monstruo desaparecido
4 3
de la caja. El monstruo está al lado de la caja.
El monstruo está por encima

The monster is over the box. The monster is beside the box.
The monster is under the box.
The Missing Monster
El monstruo está debajo de la caja.

El monstruo desaparecido
7
Page 48 • The Missing Monster / El monstruo desaparecido
2 5
El monstruo está sobre la caja. ¿Adónde se fue el monstruo?
The monster is on the box. Where did the monster go?
The monster is in the box. Oh!

El monstruo está en la caja. ¡Oh!
1 6
Page 49 • The Wheels on the Bus / Las ruedas del autobús
4 3
dan vueltas y vueltas. dan vueltas y vueltas.
Las ruedas de la motocicleta Las ruedas de la camioneta

go round and round. go round and round.
The wheels on the motorcycle The wheels on the van
The wheels on the vehicles go round

and round, all through my room!
The Wheels on the Bus
Las ruedas de los vehículos dan vueltas

y vueltas, ¡por toda mi habitación!
Las ruedas del autobús
7
Page 50 • The Wheels on the Bus / Las ruedas del autobús
2 5
Las ruedas del auto Las ruedas del camión
The wheels on the car The wheels on the truck
The wheels on the bus The wheels on the fire engine

Las ruedas del autobús Las ruedas del camión de bomberos
1 6
Page 51 • Draw a Cat / Dibuja un gato
4 3
¡Así! ¡Así!
Dibujo 3 triángulos. Dibujo 2 cuadrados.

Just like that! Just like that!
I draw 3 triangles. I draw 2 squares.
I drew a cat.
Just like that!
Now, you try! Draw a Cat
Dibujé un gato.
¡Así!
¡Ahora, hazlo tú!
Dibuja un gato
7
Page 52 • Draw a Cat / Dibuja un gato
2 5
¡Así! ¡Así!
Dibujo 2 círculos. Dibujo 2 puntos.
Just like that! Just like that!
I draw 2 circles. I draw 2 dots.
Want to see me draw a cat? I draw 6 lines.
Just like that!

Dibujo 6 líneas.
¿Quieres verme dibujar un gato? ¡Así!
1 6
Page 53 • Bigger / Más grande
4 3
El oso es más grande que el gorila. El gorila es más grande que el perro.

The bear is bigger than the gorilla. The gorilla is bigger than the dog.
But guess what?

The big elephant is afraid of the little
mouse! Bigger
¿Pero sabes qué?

¡El elefante grande le tiene miedo
al ratón pequeño!
Más grande
7
Page 54 • Bigger / Más grande
2 5
El perro es más grande que el gato. el oso.
El rinoceronte es más grande que
The dog is bigger than the cat. The rhino is bigger than the bear.
The cat is bigger than the mouse. The elephant is bigger than the rhino.

El elefante es más grande que
El gato es más grande que el ratón. el rinoceronte.
1 6
Page 55 • What Do Monsters Eat? / ¿Qué comen los monstruos?
4 3
Algunos monstruos comen alfombras. Algunos monstruos comen insectos.

Some monsters eat rugs. Some monsters eat bugs.
What do you like to eat?
What Do Monsters Eat?
¿A ti qué te gusta comer? ¿Qué comen

7 los monstruos?
Page 56 • What Do Monsters Eat? / ¿Qué comen los monstruos?
2 5
Algunos monstruos comen pasteles. Algunos monstruos comen rocas.
Some monsters eat cakes. Some monsters eat rocks.
Some monsters eat snakes. Some monsters eat socks.

Algunos monstruos comen serpientes. Algunos monstruos comen medias.
1 6
Page 57 • In My Pocket / En mi bolsillo
4 3
Tengo una pluma especial. Tengo una caracola especial.

I have a special feather. I have a special shell.
I have a special hamster.

His name is Lenny!
In My Pocket
Tengo un hámster especial.

¡Se llama Lenny!
En mi bolsillo
7
Page 58 • In My Pocket / En mi bolsillo
2 5
Tengo una piedra especial. Tengo una hoja especial.
I have a special stone. I have a special leaf.
Do you want to see what I have I have a special coin.
in my pocket?

¿Quieres ver lo que tengo
en mi bolsillo? Tengo una moneda especial.
1 6
Page 59 • Cloud Pictures / Nubes con formas
4 3
Esta nube es una flor. Esta nube es un murciélago.
¡Mira! ¡Mira!

This cloud is a flower. This cloud is a bat.
Look! Look!
Look!
This cloud is me!
Cloud Pictures
¡Mira!
¡Esta nube soy yo!
Nubes con formas
7
Page 60 • Cloud Pictures / Nubes con formas
2 5
Esta nube es un sombrero. Esta nube es una torre.
¡Mira! ¡Mira!
This cloud is a hat. This cloud is a tower.
Look! Look!
I like to look up in the sky and see Look!
the shapes of the clouds. This cloud is a tree.

Me gusta mirar al cielo y ver ¡Mira!
las formas de las nubes. Esta nube es un árbol.
1 6
7
Me gustan las medias
¡y a mi gato también!
I Like Socks
and so does my cat!
I like socks with lots of bells! I like socks with lots of shells!

¡Me gustan las medias ¡Me gustan las medias
con muchas campanas! con muchas caracolas!
3 4
Page 61 • I Like Socks / Me gustan las medias
Page 62 • I Like Socks / Me gustan las medias
2 5
con muchas estrellas! con muchos dados!
¡Me gustan las medias ¡Me gustan las medias
I like socks with lots of stars! I like socks with lots of dice!
I like socks with lots of cars! I like socks with lots of mice…

¡Me gustan las medias Me gustan las medias
con muchos autos! con muchos ratones...
1 6
Page 63 • Meet My Baby Brother / Te presento a mi hermanito
4 3
Le gusta llorar y llorar. Le gusta jugar y jugar.

He likes to cry and cry. He likes to play and play.
It’s just too bad he is not so neat!
MeettMy Baby Brother
¡Lastima que no sea muy

ordenado! Te presento
7 a mi hermanito
Page 64 • Meet My Baby Brother / Te presento a mi hermanito
2 5
Le gusta gatear y gatear. Le gusta dormir y dormir.
He likes to crawl and crawl. He likes to sleep and sleep.
Meet my baby brother. He likes to eat and eat.
His name is Ray.

Te presento a mi hermanito.
Se llama Ray. Le gusta comer y comer.
1 6

Bilingual Readers B PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bilingual Readers B PDF

Uploaded by

Copyright:

Available Formats

For Guided

by Liza Charlesworth Reading Level

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

Cover design by Maria Lilja and Lillian Kohli

How to Make the Little Readers

Follow these steps to copy and put together the mini-books:

1 Remove the mini-book pages along the perforated lines. ✁

2 Cut the page in half along the solid line. Page 1

3 Place page 2 behind the title page. Page 5 Page 2

4 Fold the pages in half along the dotted line. Check to be

NOTE: If you cannot make double-sided copies, you can

Quick Tips for Using

I Wish I Were a Bird • Quisiera ser un pájaro

Tiny Things • Cosas pequeñitas

What Jumps? • ¿Qué salta?

Gingerbread Boy • El muñeco de jengibre

Ice Cream Scoops • Bolas de helado

What Grows on Trees? •

Clean Up, Clean Up! •

Great Hair • Hermosas cabellos

Come Over • Ven a verme

Halloween (Costume Big Book)

The Missing Monster •

The Wheels on the Bus •

Bigger • Más grande

What Do Monsters Eat? •

I Like Socks • Me gustan las medias

Meet My Baby Brother •

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

I wish I were a cat.

I Wish I Were a Bird

Quisiera ser un gato.

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

There is a giant. It is me!

Hay una gigante. ¡Soy yo!

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

Twin sisters say, “Hello, hello!”

Las hermanas gemelas dicen:

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

Hey! Come back here!

¡Oye! ¡Ven acá!

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

Crunch, crunch, crunch, crunch, crunch!

¡Crach, crach, crach, crach, crach!

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

© 2007 by Liza Charlesworth, Scholastic Teaching Resources

My First Bilingual Little Readers • Level B

© 2007 by Liza Charlesworth, Scholastic Teaching Resources